Name:Laura Mangan-Grenier, Cynthia Scott, Rocky SpriggsDate:May 10, 2010 Northeastern State University – Broken Arrow READ 4043: Reading for the Content Area
Spring Semester 2010
Lesson Plan #1 Title:Women of the American Revolution Grade Level: 5
Contributors: Laura Mangan-Grenier, Cynthia Scott, Rocky Spriggs
LESSON PLAN
TITLE: GRADE LEVEL 5 TIME ALLOTED: 45-50 MIN
COMPOSITION OF CLASS: Male_ Female_ Total_ Number of Special Needs Students ELL_ 504_ IEP_
UNIT GOAL:
PASS Grade 5: Social StudiesStandard 4: The student will examine the lasting impact of the American Revolution.
PASS OBJECTIVES FOR THIS LESSON Standard 4: The student will examine the lasting impact of the American Revolution
4. Recognize the contributions of key individuals and groups involved in the American Revolution (e.g., Samuel Adams, the Sons of Liberty, Paul Revere, Mercy Otis Warren, George Washington, Thomas Paine, Thomas Jefferson, Marquis de Lafayette, King George III, Hessians, and Lord Cornwallis).
SPECIFIC LESSON OBJECTIVES:
1) Students will understand that men were not the only ones who played important roles in the American Revolution and that women's contributions were also important in helping the war and shaping the beginning of our country.
2) Students will be able to identify some roles and contributions of women.
3) Students will be able to identify important people and events of the American Revolution.
4) Students will be able to rationallize why there is not a lot written about women during the Revolutionary War period.
1. PREASSESSMENT OF STUDENT KNOWLEDGE:
Through a class discussion of people students think of or can identify in the Revolution.
2. Introduction/Set Induction/Hook (This involves getting your students interested and motivated to learn. Consider Teacher Instructional
Indicators #1-3) The students will be introduced to the important roles of women in The American Revolution by teachers demonstrating some of these roles while dressed in period attire and while reading passages from a selection of books while the other teachers play out the roles. The picture dictionary strategy will be used to introduce and assess the comphrension of the vocabulary words in this lesson. The words are: artilery, restitution, treasion, divide and conquer, MinuteMan.
3. Instructional Procedures (This involves what the teacher and students will actually DO as they engage in learning. Consider Teacher
Instructional Indicators #4-8) (Do not put anything here!)
• Adjustments/Adaptations (What will you do to accommodate the special needs of individual students? See Teacher Instructional Indicator #9) - Adaptations will be made according to students' individuals IEPs.
- Include use of visuals and prompts and possibly books in native language for ELL.
- Vision and hearing impaired (504) - microphones and prompts in addition to larger visual aids.
- Gifted students will participate in individual or group research based on their interest within the unit.
· Guided Practice (Teacher Instructional Indicator #10)
1) Students will work in groups on a Webquest about women in the Revolution. When they have completed the Webquest, students will create a Discussion Web.
2) Students will work in groups to read the non-fiction trade books The Brave Women and Children of the American Revolution and Independent Dames. At the end of their reading, students will use Cubing to summarize what they read.
3) Students will work in groups to read several chapters from the fiction trade book Changes for Felicity, A Winter Story. At the end of the first and second chapters, students will complete a Story Impression.
What discussion questions are you using in the Grand Conversation? Write at least two questions for each level of Bloom’s taxonomy. You might even want to connect the Bloom’s with Gardner’s Intelligences. A personal writing should be here or in the closing to wrap up the lesson.
Can you name some of the important women in the American Revolution?
Can you identifiy at least three roles that were contributed by women during the American Revolution?
Can you write in your own words how the women's contributions from the American Revolution still impact America today?
Do you think America would be the same today if these women did not make contributions during the American Revolution?
What question would you ask of the women from the American Revolution?
Can you construct a bulletin board to show artifacts that represent women from the American Revoluton?
How are the roles of the women in the Iraqi War different from those of the women in the American Revolution War? How are they similar?
Can you rationalize how and why people who impact our history?
Can you wriite a different verse for the American Flag?
Can you imagine being a women during the American Revolution? Create a diary as the role of that person.
Do you believe Betsy Ross really sewed the flag?
Do you feel women should have had equal rights in the Constitution?
4.Independent Practice (Teacher Instructional Indicator #11) · What active inquiry, collaboration, and supportive interaction activities can be developed to help with active participation in speaking, writing and media communication? · What activities will the students be doing alone or with a partner(s) to summarize the learning of the day? · Each of these activities must have a rubric attached. Look in Rubistar for ideas. These rubrics must be complex and identify the points that match the objectives which were stated above.
Students will choose one activity.
1) At the end of the week, dress up as one of their favorite Revolution people and present basic information (a Fact File) about that person.
2) Write a journal about one of the women of the Revolution, describing her and her life and telling what contribution she made and if/how it still affects America today.
3) Assume the role of a woman of the Revolution and keep a diary, writing at least five entries in character.
4) Create a bulletin board, displaying and explaining artifacts from the women of the Revolution.
"Today you learned that women played important roles in the American Revolution and made significant contributions that helped shape the war and our country.
5.Resources and Materials Non-fiction and fiction trade books. Non-fiction:American Revolution (Chronicle of America); American Revolution (Magic Tree House Research Guide); The Brave Women and Children of the American Revolution; Independent Dames, What You Never Knew About the Women and Girls of the American Revolution Fiction:Changes for Felicity, A Winter Story; Emma's Journal: The Story of a Colonial Girl; Five Smooth Stones: Hope's Diary; Hannah Pritchard: Pirate of the Revolution; Phillis Wheatley; Sarah Bishop; The Secret of Sarah Revere
6.Supplementary/Enrichment Activities
The students can utilize the lessons during drama, art, or reading classes. Also as a home extension, they can question relatives and friends for stories they may have heard about former family members who experienced the American Revolution.
Northeastern State University – Broken Arrow
READ 4043: Reading for the Content Area
Spring Semester 2010
Lesson Plan #1 Title: Women of the American Revolution
Grade Level: 5
Contributors: Laura Mangan-Grenier, Cynthia Scott, Rocky Spriggs
LESSON PLAN
TITLE:
GRADE LEVEL 5
TIME ALLOTED: 45-50 MIN
COMPOSITION OF CLASS: Male_ Female_ Total_
Number of Special Needs Students ELL_ 504_ IEP_
UNIT GOAL:
PASS Grade 5: Social StudiesStandard 4: The student will examine the lasting impact of the American Revolution.
PASS OBJECTIVES FOR THIS LESSON
Standard 4: The student will examine the lasting impact of the American Revolution
4. Recognize the contributions of key individuals and groups involved in the American Revolution (e.g., Samuel Adams, the Sons of Liberty, Paul Revere, Mercy Otis Warren, George Washington, Thomas Paine, Thomas Jefferson, Marquis de Lafayette, King George III, Hessians, and Lord Cornwallis).
SPECIFIC LESSON OBJECTIVES:
1) Students will understand that men were not the only ones who played important roles in the American Revolution and that women's contributions were also important in helping the war and shaping the beginning of our country.
2) Students will be able to identify some roles and contributions of women.
3) Students will be able to identify important people and events of the American Revolution.
4) Students will be able to rationallize why there is not a lot written about women during the Revolutionary War period.
1. PREASSESSMENT OF STUDENT KNOWLEDGE:
Through a class discussion of people students think of or can identify in the Revolution.
2. Introduction/Set Induction/Hook (This involves getting your students interested and motivated to learn. Consider Teacher Instructional
Indicators #1-3)
The students will be introduced to the important roles of women in The American Revolution by teachers demonstrating some of these roles while dressed in period attire and while reading passages from a selection of books while the other teachers play out the roles. The picture dictionary strategy will be used to introduce and assess the comphrension of the vocabulary words in this lesson. The words are: artilery, restitution, treasion, divide and conquer, MinuteMan.
3. Instructional Procedures (This involves what the teacher and students will actually DO as they engage in learning. Consider Teacher
Instructional Indicators #4-8) (Do not put anything here!)
• Adjustments/Adaptations (What will you do to accommodate the special needs of individual students? See Teacher Instructional Indicator #9)
- Adaptations will be made according to students' individuals IEPs.
- Include use of visuals and prompts and possibly books in native language for ELL.
- Vision and hearing impaired (504) - microphones and prompts in addition to larger visual aids.
- Gifted students will participate in individual or group research based on their interest within the unit.
· Guided Practice (Teacher Instructional Indicator #10)
1) Students will work in groups on a Webquest about women in the Revolution. When they have completed the Webquest, students will create a Discussion Web.
2) Students will work in groups to read the non-fiction trade books The Brave Women and Children of the American Revolution and Independent Dames. At the end of their reading, students will use Cubing to summarize what they read.
3) Students will work in groups to read several chapters from the fiction trade book Changes for Felicity, A Winter Story. At the end of the first and second chapters, students will complete a Story Impression.
What discussion questions are you using in the Grand Conversation? Write at least two questions for each level of Bloom’s taxonomy. You might even want to connect the Bloom’s with Gardner’s Intelligences. A personal writing should be here or in the closing to wrap up the lesson.
4. Independent Practice (Teacher Instructional Indicator #11)
· What active inquiry, collaboration, and supportive interaction activities can be developed to help with active participation in speaking, writing and media communication?
· What activities will the students be doing alone or with a partner(s) to summarize the learning of the day?
· Each of these activities must have a rubric attached. Look in Rubistar for ideas. These rubrics must be complex and identify the points that match the objectives which were stated above.
Students will choose one activity.
1) At the end of the week, dress up as one of their favorite Revolution people and present basic information (a Fact File) about that person.
2) Write a journal about one of the women of the Revolution, describing her and her life and telling what contribution she made and if/how it still affects America today.
3) Assume the role of a woman of the Revolution and keep a diary, writing at least five entries in character.
4) Create a bulletin board, displaying and explaining artifacts from the women of the Revolution.
The rubrics for each activity is attached.
5. Closure/Summary/Representation (Teacher Instructional Indicator #12)
"Today you learned that women played important roles in the American Revolution and made significant contributions that helped shape the war and our country.
1) Rubric for costume and Fact File (PDF)
2) Rubric for journal (PDF)
3) Rubric for diary (PDF)
4) Rubric for bulletin board (PDF)
5. Resources and Materials
Non-fiction and fiction trade books.
Non-fiction: American Revolution (Chronicle of America); American Revolution (Magic Tree House Research Guide); The Brave Women and Children of the American Revolution; Independent Dames, What You Never Knew About the Women and Girls of the American Revolution
Fiction: Changes for Felicity, A Winter Story; Emma's Journal: The Story of a Colonial Girl; Five Smooth Stones: Hope's Diary; Hannah Pritchard: Pirate of the Revolution; Phillis Wheatley; Sarah Bishop; The Secret of Sarah Revere
6. Supplementary/Enrichment Activities
The students can utilize the lessons during drama, art, or reading classes. Also as a home extension, they can question relatives and friends for stories they may have heard about former family members who experienced the American Revolution.